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Att bedöma elevers läsförståelse: En jämförelse mellan svenska och kanadensiska bedömningsdiskurser i grundskolans mellanår
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
2013 (Svenska)Doktorsavhandling, monografi (Övrigt vetenskapligt)Alternativ titel
To assess reading comprehension : a comparison between Swedish and Canadian assessment discourses in upper elementary school (Engelska)
Abstract [en]

The aim of the study is to describe and analyze what assessment discourses of reading comprehension are more prominent by comparing five Swedish and five Canadian teachers in the province of BC in Canada. Based on a teacher perspective on how to develop and assess reading comprehension, the investigation concentrates on teacher discourses and their alignment with other discourses of reading comprehension within the two school systems.

The method used is mainly based on classroom observations and transcriptions of tape-recorded interviews. The ten teachers in grade 4 were interviewed for 30 minutes almost every day in the afternoon during a school week. The analysis of the teachers answers were made in three steps: within each singe interview, within the Swedish and the Canadian teacher group respectively, and between the two compared teacher groups. The theoretical perspectives used to analyze the data were Critical Discourse Analysis, theories of feedback, and socio-cognitive theory.

The answers within each teacher group showed a homogeneous pattern, but the comparison between the two groups showed considerable differences. The results demonstrated that the Swedish teachers seemed to be more of “instruction givers” and “assessment controllers”, while the Canadian teachers seemed to be more of “comprehension instructors” and “ongoing assessment controllers”. The teacher discourses in both groups were aligned with other assessment discourses in their respective school systems. The Canadian teacher group used a much more elaborated meta-language when talking about reading comprehension assessment. In their way of referring to feedback they also focused on their own teaching in a way that was not found within the Swedish teacher group.

Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2013. , s. 339
Nyckelord [en]
reading comprehension, reading comprehension assessment, reading comprehension strategies, fedback, upper elementary school
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-95403ISBN: 978-91-27-13758-5 (tryckt)OAI: oai:DiVA.org:su-95403DiVA, id: diva2:659912
Disputation
2013-12-12, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (Svenska)
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Handledare
Anmärkning

Avhandlingen är publicerad av förlaget Natur och kultur och finns att köpa i bokhandeln.

Tillgänglig från: 2013-11-20 Skapad: 2013-10-28 Senast uppdaterad: 2014-02-07Bibliografiskt granskad

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Westlund, Barbro
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